Renee Jourdenais joined the Institute’s TESOL/TFL faculty in 1998. She served as Program Chair of the TESOL/TFL program for almost a decade and then as Dean of the Graduate School of Translation, Interpretation and Language Education, overseeing the Institute’s programs in TESOL/TFL; Translation, Interpretation, and Localization; Language and Intercultural Studies; and Language and Professional Programs. An applied linguist, her areas of specialty include language teacher education, assessment, research, curriculum design, and second language acquisition and use. She has consulted on curriculum development and assessment around the world in the areas of language teaching, translation, and interpretation.
She has taught a wide range of courses including language, linguistics, pedagogy, assessment and research classes.
Courses offered in the past two years.
- Current term ●
- Upcoming term(s) ○
The Practicum Capstone combines reflective practice and professional development in preparing students for a career in language education. Participants integrate theory, research, and conceptual foundations into a coherent and well-informed approach to planning and executing lessons. They also incorporate these three components when developing and deploying instructional materials and assessment instruments. Activities and products prepare participants for entering the language teaching professional and performing admirably therein.
Practicum Capstone Student Learning Outcomes (SLOs):
Articulate their approach to language learning and teaching with explicit reference to sound pedagogical principles
Demonstrate their expert knowledge of language, learning, and teaching
Select appropriate materials for effective language instruction
Plan productive instructional units and lessons to maximize second language learning in all skill areas
Assess student learning meaningfully using a range of formative and summative tools
Reflect critically on their teaching practice in order to build on their strengths and address areas for improvement
Fall 2019 - MIIS, Spring 2020 - MIIS
Purpose of course: ICC Assessment presents future professionals (international educators, administrators, advisors, teachers, and more) with both the theory behind and the practical application of intercultural assessment. This course begins by defining intercultural assessment and identifying a wide range of intercultural assessment instruments; next, it focuses on understanding specific purposes of assessment instruments as well as selecting appropriate assessment instruments; and then developing a needs analysis of a particular group for the purpose of implementing the assessment/s; and finally evaluating the assessment process and outcomes.
Learning outcomes: Students will develop an understanding of the art, science, and implementation of intercultural assessment tools in order to design, develop, and administer intercultural assessments to a variety of constituents.
At the end of this course, students will be able to:
Understand the different intercultural assessment tools available and distinguish the purposes (as well as pros/cons) of each based upon the audience
Create a needs assessment of a specific target group
Select the appropriate assessment tools needed for specific audiences.
Prepare a guided learning experience through the use of an intercultural assessment/s
Evaluate the success of the target group’s learning outcomes
Spring 2020 - MIIS
Introduction to Intercultural Competence addresses the theory and practice of working and living in cultures other than your own, and focuses on cultural preparation and competency building to engage successfully with diverse cultures. The content of this course identifies a variety of ways for individuals to be more successful in working with diverse groups – both in the U.S. and outside of the U.S. The course is also intended to assist graduate students to develop an awareness of intercultural sensitivity and recognize its value, gain specific intercultural competencies to be more effective in the workplace, and enable students to better understand their own culture and ethnic background so they can understand others at a more meaningful level.
Fall 2019 - MIIS
Areas of Interest
Renee has always felt that languages are meant to be “used.” In that light, her work has focused heavily on the training of languages for practical purposes, and the Institute has been the perfect place to explore the intersection of language learning and language use in varied professional careers. Her research on cognition has examined how people come to focus on particular aspects of language as they learn language. Her explorations in pedagogy have focused on the use of relevant content to teach languages. Her work in assessment has been dedicated to developing appropriate forms of assessment for particular purposes of language use. She is particularly passionate about making sure that language learners (and language teachers!) are aware of the wide range of career options for language learners and that the learners are ready to put their languages to use in the fields that they’re passionate about!
Ph.D., Applied Linguistics, Georgetown University
M.A., French Literature, University of Florida
TESOL Certificate, University of Florida
B.A., French, Tufts University
Professor Jourdenais has been teaching at the Institute since 1998.
Mikkelson, H. & Jourdenais, R. (Eds.). (2015) Handbook of Interpreting. Oxon/NY: Routledge.
Jourdenais, R. (2009) Language Teacher Supervision. In M. Long & C. Doughty (Eds.). Handbook of Second and Foreign Language Teaching. Blackwell.
Cummings, M. & Jourdenais, R. (2005). Virtual role reversal for teacher trainers online. PacCALL Journal, 1, 94-114.
Jourdenais, R. & Springer, S (Eds.). (2005). Content, tasks and projects in the language classroom: 2004 conference proceedings. Monterey, CA: Monterey Institute of International Studies.
Jourdenais, R., & Shaw, P. (2005). Dimensions of content-based instruction in second language education. In R. Jourdenais, & S. Springer (Eds.). Content, tasks and projects in the language classroom: 2004 conference proceedings (pp. 1-12). Monterey, CA: Monterey Institute of International Studies.
Jourdenais, R. (2001). Cognition, instruction, and protocol analysis. In P. Robinson (Ed.) Cognition and second language learning, (pp. 354-375). Cambridge: Cambridge University Press.
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., and Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt (Ed.), Attention and awareness in foreign language learning and teaching, Honolulu: National Foreign Language Resource Center.